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Instructional Support Leadership Network. November 12, 2012 www.kvecsupportnetwork.wikispaces.com. Your Facilitator’s for Today. Stacy Noah Effectiveness Coach/ISLN Facilitator [email protected] Abbie Combs - PowerPoint PPT Presentation
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November 12, 2012www.kvecsupportnetwork.wikispaces.com
Instructional Support Leadership Network
Your Facilitator’s for Today
Stacy NoahEffectiveness Coach/ISLN Facilitator [email protected]
Abbie CombsKVEC Director of Innovations and PPGES [email protected]
Carole MullinsRegional Network Content Specialist, Eng/[email protected]
Katrina SloneRegional Network Content Specialist, Math [email protected]
Today’s Targets
• I can make connections to effective teaching and learning using the Teacher/Principal Effectiveness Frameworks.
• I can describe the purpose of Innovation Configuration Maps.
• I can identify the focus established for the November 27, 2012 English/LA Teacher Leader Network.
• I can identify the focus established for the November 20, 2012 Mathematics Teacher Leader Network.
ISLNNovember 2012
to Teacher Effectiveness
Aesop’s FableThe Goose That Laid the Golden Eggs
http://www.youtube.com/watch?v=i2xO2Z2DXsc
The Goose and the Golden Egg
The Paradigm of Effectiveness
Covey’s Paradigm of Effectiveness
P/PC Balance
Production Capability
Production
Covey’s Paradigm of Effectiveness
P/PC Balance
Production Capability
Production Teacher
CapacityStudent Success
CCR
Achievement
Results
Graduation
Rates
Student
Success
Passion for Teaching
Commitment Enthusiasm
Capability
Today’s Targets
I can connect the KDE strategic plan priorities to our schools’ / district’s vision and goals.
I can recognize rigorous implementation of The KY Core Academic Standards (KCAS) including the use of the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) instructional tools.
I can apply the Framework for Teaching to identify and support effective teaching practices.
11
KY Accountability System
16
Grade Range
Achieve-ment
Gap Growth College/Career
Grad Rate
Total
Shown as percentages
Elem 30 30 40 100
Middle 28 28 28 16 100
High 20 20 20 20 20 100
69.0 13.8 25 5 50.5 10.1 64 12.8 81 16.2 57.9
Weighted Score comes from Achievement, Gap, Growth, College/Career Readiness and Graduation points multiplied by the weights in the chart. Weighted Score Summary comes from adding the weighted scores for each area.
16
Covey’s Paradigm of Effectiveness
P/PC Balance
Resources
Results
How can the Framework for Teaching be used to identify & support effective teaching practices
Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth
Observa
tion
Reflective
Practice
Student
Growth
Professional
Growth
Student Voice
Peer
Observatio
n
Zeroing in on 3C
Engaging Students in LearningWhat is Accomplished?
1. Read the 3C component description and rubric. 2. Highlight the “look fors” for this component. 3. Discuss with your table group.
What is Engagement?…they are not merely “busy,” nor are they “on task.”
…students are developing their understanding through what they do.
Zeroing in on 3C
Accomplished Exemplary The learning tasks and activities are aligned with
instructional outcomes and designed to challenge student thinking, the result being that most
students display active intellectual engagement with important and challenging content and are
supported in that engagement by teacher scaffolding.
The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes.
In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content.
The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding.
Students may have some choice in how they complete tasks and may serve as resources for one another.
Instructional Tools with High Levels of Student Engagement
Rigorous implementation of the KCAS through tools such as
Literacy Design Collaborative
Math Design Collaborative
Let’s use analyze the instruction in this LDC clip using 3C as the look-for lens
Social Studies
Lesson
Let’s use analyze the instruction in this MDC clip using 3C as the look-for lens
Math Lesson
PGES Sites Share Out
What are you seeing?
Now … let’s think beyond to other components within the Framework
GER
How will you share the framework so there is• a better understanding of effective
teaching?• effective support for teachers?
Before We Meet Again• Visit a classroom to enhance your list
of look-fors and connections to the TPGES.
• Check out the student growth module on KDE’s website
• Field test participants – bring samples of student growth documents.
Where To Learn More
• Go to KDE Website.• Enter “Field Test District Page”
into Search Box.
SearchField Test District Page
Innovation Configuration Maps
An instrument used to define and measure
implementation of a new program or practice
Hall and Hord, (2011). Implementing Change: Patterns, Principles, and Potholes. Boston: Allyn and Bacon
Innovation Configuration Map…
• Clarifies what a new program is or isn’t
• Defines “quality” clearly—what practices look like in use or in operation
• Indicates the degree to which the innovation is being implemented
• Informs how to best assist and support educator’s successful use of new practices
Innovation Configuration Map…• Provides a blueprint for learning,
planning, and resources required for implementation
• Determines significant factors that ensure successful implementation of the innovation to increase student achievement
• Provides a consistent guide to how districts begin and continue efforts to implement the standards
Innovation Configuration Map ConventionsPILLAR—LEADERSHIP
CENTRAL OFFICE STAFF
Component 1: Develops strategic structures and processes for the effective implementation of the pillars (CHETL, Standards, Leadership, and Assessment Literacy) in all schools.
Level One Level Two Level Three Level Four Level Five Level Six
Designs a schedule for strategic use of time that includes clearly identified goals Provides time for learning teams to work, while focusing on district goals related to CHETL
Designs a plan that provide time with clearly identified goals;
Allows learning teams to work, monitoring that time is used effectively to address district goals related to CHETL
•Recognizes that time for effective implementation is critical and develops a plan to provide time for teams to work on CHETL, Assessment Literacy, and KCAS.
Recognizes the need for time for effective implementation but does not develop a plan for providing time
Has not addressed providing time for implementation of CHETL, Assessment Literacy, and KCAS.
Level One: Ideal Continuum of Behaviors
IC Map Conventions1. An IC map describes behaviors for a specific group
—Central Office staff [principals, teachers, etc.]2. The component describes major outcomes for
Central Office related to implementation of a CCSS pillar.
3. “Ideal” or high-quality implementation appears on left-hand side—Level One.
4. The continuum of behaviors describes implementation variations from “Ideal—Level One” to “Not Yet Begun—Level Five/Six”
5. The number of levels can differ for each component. Some components might have 3 levels others 6.
Directions1. In a district group, select a single
pillar to focus on2. Each person individually reads all the levels and
decides which level best describes the district’s current actions
3. Using a Round Robin process, each person shares his/her response and provides a brief rationale
4. If responses indicate different levels, discuss and come to consensus on a single level
5. Identify next steps—examine the level beyond your current assessment for other strategies
Focus
Using evidence of success to make informed decisions.
The Day’s Goals:• Recognize and evaluate congruence between
evidence of success (items, prompts, lessons, student work) and standards
• Evaluate student work for evidence of learning and use it as data for determining next steps
• Evaluate evidence of success (artifacts, observations, professional learning logs, video, interviews) as data to determine professional learning experiences
• Discuss questions that can be answered by various data sources
Next Generation Science Cadre• Deepen understanding of the Framework for K-12 Science
Education• Discuss and model best-practice instructional strategies to
support science and engineering practices• Share ideas and network with colleagues from across the region.• Build teacher capacity for adapting own student-centered tasks.• Embed the science and engineering practices throughout
disciplinary core lessons.• Develop quality questions to provide feedback to move students
forward in their learning.• Learn different ways to use formative assessment in the
classroom effectively.• Reflect on current teaching practice and how to move to the next
level.
Hazard Community and Technical College: Technical Campus 101 Vo-Tech Drive Hazard, KY (Walkertown section of Hazard)
FridayNov. 16, 20129:00-3:00
MondayDec. 17, 20129:00-3:00
FridayFeb. 22, 20129:00-3:00
FridayApril 5, 20129:00-3:00
http://nextgenscience.weebly.com
Math-It’s Elementary
Investigating strategies that promote highly effective teaching and learning for
meeting the Kentucky Core Academic Standards for Mathematics (KCASM),
including the Standards for Mathematical Practice, for grades K-5
Homework
Implement an open task that is congruent with the Kentucky Core Academic Content Standard that you are teaching. Identify and record at least three student behaviors that demonstrate the Standards for Mathematical Practices.
Close Reading
Text Dependent Questions
Congruent Assessments
What is close reading?“Close reading” is a method of literary analysis involving reading and writing. When one “close reads” a text, one analyzes it based on individual words, or groups of words, rather than by long quotes. Despite its name, close reading has a lot more to do with writing than reading!Why is it important?“Close reading” is an essential college skill, regardless of a writer’s discipline. It is often a more effective way of explaining a text than by using long quotes, as you have been taught to do throughout high school.
Text-dependent questions:Draw the reader back to the text to discover what it says.Have concrete and explicit answers rooted in the text.Frame inquiries in ways that do not rely on a mix of personal opinion, background information, and imaginative speculation.
Which of the following questions require students to read the text closely?
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Nancy Freywww.fisherandfrey.com
By Douglas Fisher, Nancy Frey, Diane Lapp
Text Complexity: Raising Rigor in Reading
ISBN: 978-0-87207-478-1
The Art of Effective Questioning
TPGES: Domain 3
Component b Using
Questioning & Discussion Techniques
Small Group Sessions(Grades K-5, 6-8, 9-12)
TOPICS
KCAS and the Three Modes of Writing
A Closer Look at Effective LDC Modules
PARCC: Assessment Items and Task Prototypes
• http://www.parcconline.org/• http://
www.parcconline.org/samples/item-task-prototypes
• http://www.parcconline.org/samples/english-language-artsliteracy/grade-10-elaliteracy
• http://www.parcconline.org/samples/english-language-artsliteracy/grade-10-ebsr-literary-analysis-task
• Links at the end of each page to a PDF explanation for each section of the assessment
